This article examines how one spiritual, Black, male, first grade teacher and one spiritual, Black first grader name music as a spiritual practice. The data arise from a 1-year multicultural feminist critical narrative inquiry. The findings demonstrate how the participants' age, ethnicity, class, and spirituality shape music as a spiritual practice. The study details how spiritual people negotiate public schools, conceptualize diverse notions of spirituality, and engage reflection. The article calls for the creation of more equitable policies and practices within schools that value and draw on music as an aspect of spirituality of the students and teachers within.
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